Reflection on EDLD 5362 Assignment: Administrative Review on Planning & Budgeting
EDLD 5362: Information Systems Management began with an assignment that highlighted a human perspective on the rapidly changing landscape of education and technology. Our first charge was to interview a "seasoned" teacher, with experience over twenty years to probe the effects of technology on their own pedagogy and teaching practices. I am fortunate to be both friend and mentee to Suzanne Rea and her insights were applicable to the coursework and to the challenges that newly found technologies present to teachers.
I particularly enjoyed the interview portion of this assignment because it seemed to bring together the personal aspect of teaching with the technological aspect. My colleague enjoyed being interviewed and was enthusiastic and interested in the course and the assignment. I encountered no problems with any group dynamics, as the assignment was not a group project.
EDLD 5362: Information Systems Management also offered an opportunity to explore and compare network systems, evaluate my school districts Student Information System (SIS), review the Horizons Report 2009 K-12 Edition to create a blueprint for a model classroom that might exist in five years. Review the "ideal classroom" in the document From Blueprint to Fingerprint and view the Powerpoint presentation AHISD Technology Plan below.
I especially enjoyed the information gained from the "ideal classroom." It is interesting to see how the idea of the perfect classroom has evolved and changed even over a short period of time. The Horizons Report's predictions about the rate at which varying technologies will be adopted into the educational setting are given on a timeline. It is my opinion that the rate that educators begin to see these technologies emerge will be faster than what is predicted, as students are taking the lead in introducing new technologies to educators. It is almost as if educators can simply listen, or check the pulse, of students' actions with technologies to see what's quickly coming down the technological highway.
Reflection on EDLD 5364 Assignment: Wiki Study Group, CAST Lesson, & UDL book.
Wiki Study Group
The rationale for our CAST Lesson plan unit "When the Dust Settled-the Economic Effects of the Dust Bowl" is a culmination of the myriad of integrated subjects and technology applications that could enhance the unit. This topic hosts standards from Grade 3 to Grades 6 and 7. Whereas, our focus was primarily 5th grade due to the direct correlation with the Social Studies standards. We decided to divide up each subject area and have each of us focus on lessons and technology applications that would contribute to the overall understanding of the unit.
Design of our unit consisted of a starting point with the Universal Design for Learning site's recommended lesson plan framework. Each of us investigated our subject areas in depth, correlating State standards (TEKS) with ISTE Net standards and listing those specific correlations within each lesson plan. The scope of each lesson we developed included components that would help us differentiate the lesson for the widely ranging needs of our learners - ADHD, Hearing Impaired, Visually Impaired, and various grade level proficiencies. These standards can be found and are explicitly stated on the Learning Activities page of this site.
Professional development considerations were also explored. From the scenario given, we knew that the teacher implementing these plans was not comfortable with using technology applications in the classroom, but expressed a willingness to try. It is in these opportunities of willingness, that we decided to offer the training, support, and encouragement needed for this teacher to feel that the lesson was successfully enhanced by the technology applications we suggested. By using fairly easy programs, free resources, and resources familiar to some students, we planned a situation that would be successful for the teacher within a scaffolded professional learning community. As technology experts, we are aware that the amount of support will be varied throughout the implementation of the unit and that ongoing technical support will be needed to help this teacher grow in her comfort of using technology. We offered supports that included workshops external to the classroom, predesigned technology applications imbedded in her current lesson plans, "technology shorts" - short lunch time interventions to teach small amounts of information that can readily be applied in the classroom. We offered co-teach and model teach opportunities to come into the classroom and assist in the activities. The use of online tutorials supplied via the programs also offered a resource to the teacher for ongoing learning opportunities.
We helped teach the pedagogy of using cooperative groups guided by pre-constructed rubrics to help the students become part of the overall learning process. One strategy we supposed to be successful in our scenario was to allow the teacher to "play" with the technology. Having an attitude of exploration and flexibility, understanding that proficiency is a continuum for both students and teachers affords the safety and trust necessary to step outside of one's comfort zone and explore the many possibilities of learning. Allowing for "mistakes" affords opportunities to learn with the premise that "failure leads to success." Teaching qualities to both professionals and students such as patience and perseverance can add to the joy of learning and integrating technology into our teaching.
Technology applications we selected to solve our scenario included a wide range of options. Each technology was carefully considered as to how it would be enhance and not usurp the curriculum goals. Careful consideration to smooth transition and meaningful interaction with technology was given. These examples included, but were not limited to the list of the following:
"Clicker systems" to allow students to anonymously answer questions and receive instant feedback on their answers in the format of Jeopardy gaming.
Online Moodle Glossaries
Access to blogs and wikis
Inspiration
Traditional programs such as Microsoft Word, Publisher, or Excel
Discovery Education
BrainPop
UDL Book Builder
E-books
IMovie
PhotoStory
WebQuests
Rubristar
Garage Band
Lastly, as a group we collorated via technology, experiencing the benefits and challenges that technology offers. We used our strengths in our lesson unit development and relied on others' strengths to bolster areas in which we needed assistance. We learned from each others' examples of technology and discussed reasons why each technology application was chosen. We critiqued each others' contributions to the reflections and the unit. We encouraged thinking outside of our comfort zones and offer suggestions and ideas for alternative ways of doing things. The collaboration among our peers was beneficial and helped create a strong lesson unit, infused with a great deal of technology - probably more than could be implemented in the unit. We feel it's a good idea to have a wide range of ideas and interventions to allow for flexibility within the unit as the teacher uses ongoing and formative assessment throughout the unit.
CAST Lesson
Using the UDL Lesson Builder framework is an easy way to build lessons while still keeping the focus on making adjustments to the lesson that will reach the needs of all learners in the classroom. The formatting was fairly intensive, asking for documentation of the state standards as well as the NETS found on the ISTE site. Having the lesson/lessons laid out so completely really ensures that all angles are thought about and addressed.
Many of the Reading Series, Math Series, etc. already provide a good amount of the UDL lesson requirements. Using the framework can help evaluate the effectiveness of already designed plans to be ensured that no stone is left unturned. Many of the adopted series provide adjustments for English Language Learners, modified lessons for struggling learners, and suggestions to extend learning.
Please visit our Tech Teacher site to view my reflections on the UDL Book Builder: TechTeacherProject
UDL Book Assignment
I found the UDL book building experience a fun activity. I really can see the implications for using this technique in the classroom both as a teaching and a learning tool. The program was easy enough to use and gave just the right amount of formatting options to give flexibility and still keep it simple. The use of the voice overs makes this a very adaptable tool for struggling readers or visually impaired students to have access to the information presented. The coaches are an excellent tool to offer supports and scaffolds through the UDL book. I used my coaches to help define new and interesting words and to ask questions to readers about predicting and readers' response. I tried downloading the book to my computer based on "Terry's Tips" but it took a really long time. I'll be sure to consider that when I'm planning lessons with this tool. Sharing the book was a bit cumbersome, as no feedback was given as to who received the email invites to share. I published the story on the Public Library feature in the program to ensure that it could be found, as no hyperlink was given to access the story directly through a link. It appeared that the link would only take the reader to one page, and not the whole story if that approach to sharing was taken. I noted that difficulty in the assignment.
Week 2
EDLD 5362: Information Systems Management began with an assignment that highlighted a human perspective on the rapidly changing landscape of education and technology. Our first charge was to interview a "seasoned" teacher, with experience over twenty years to probe the effects of technology on their own pedagogy and teaching practices. I am fortunate to be both friend and mentee to Suzanne Rea and her insights were applicable to the coursework and to the challenges that newly found technologies present to teachers.
I particularly enjoyed the interview portion of this assignment because it seemed to bring together the personal aspect of teaching with the technological aspect. My colleague enjoyed being interviewed and was enthusiastic and interested in the course and the assignment. I encountered no problems with any group dynamics, as the assignment was not a group project.
EDLD 5362: Information Systems Management also offered an opportunity to explore and compare network systems, evaluate my school districts Student Information System (SIS), review the Horizons Report 2009 K-12 Edition to create a blueprint for a model classroom that might exist in five years. Review the "ideal classroom" in the document From Blueprint to Fingerprint and view the Powerpoint presentation AHISD Technology Plan below.
I especially enjoyed the information gained from the "ideal classroom." It is interesting to see how the idea of the perfect classroom has evolved and changed even over a short period of time. The Horizons Report's predictions about the rate at which varying technologies will be adopted into the educational setting are given on a timeline. It is my opinion that the rate that educators begin to see these technologies emerge will be faster than what is predicted, as students are taking the lead in introducing new technologies to educators. It is almost as if educators can simply listen, or check the pulse, of students' actions with technologies to see what's quickly coming down the technological highway.
AHISD Technology Plan
Wiki Study Group
The rationale for our CAST Lesson plan unit "When the Dust Settled-the Economic Effects of the Dust Bowl" is a culmination of the myriad of integrated subjects and technology applications that could enhance the unit. This topic hosts standards from Grade 3 to Grades 6 and 7. Whereas, our focus was primarily 5th grade due to the direct correlation with the Social Studies standards. We decided to divide up each subject area and have each of us focus on lessons and technology applications that would contribute to the overall understanding of the unit.
Design of our unit consisted of a starting point with the Universal Design for Learning site's recommended lesson plan framework. Each of us investigated our subject areas in depth, correlating State standards (TEKS) with ISTE Net standards and listing those specific correlations within each lesson plan. The scope of each lesson we developed included components that would help us differentiate the lesson for the widely ranging needs of our learners - ADHD, Hearing Impaired, Visually Impaired, and various grade level proficiencies. These standards can be found and are explicitly stated on the Learning Activities page of this site.
Professional development considerations were also explored. From the scenario given, we knew that the teacher implementing these plans was not comfortable with using technology applications in the classroom, but expressed a willingness to try. It is in these opportunities of willingness, that we decided to offer the training, support, and encouragement needed for this teacher to feel that the lesson was successfully enhanced by the technology applications we suggested. By using fairly easy programs, free resources, and resources familiar to some students, we planned a situation that would be successful for the teacher within a scaffolded professional learning community. As technology experts, we are aware that the amount of support will be varied throughout the implementation of the unit and that ongoing technical support will be needed to help this teacher grow in her comfort of using technology. We offered supports that included workshops external to the classroom, predesigned technology applications imbedded in her current lesson plans, "technology shorts" - short lunch time interventions to teach small amounts of information that can readily be applied in the classroom. We offered co-teach and model teach opportunities to come into the classroom and assist in the activities. The use of online tutorials supplied via the programs also offered a resource to the teacher for ongoing learning opportunities.
We helped teach the pedagogy of using cooperative groups guided by pre-constructed rubrics to help the students become part of the overall learning process. One strategy we supposed to be successful in our scenario was to allow the teacher to "play" with the technology. Having an attitude of exploration and flexibility, understanding that proficiency is a continuum for both students and teachers affords the safety and trust necessary to step outside of one's comfort zone and explore the many possibilities of learning. Allowing for "mistakes" affords opportunities to learn with the premise that "failure leads to success." Teaching qualities to both professionals and students such as patience and perseverance can add to the joy of learning and integrating technology into our teaching.
Technology applications we selected to solve our scenario included a wide range of options. Each technology was carefully considered as to how it would be enhance and not usurp the curriculum goals. Careful consideration to smooth transition and meaningful interaction with technology was given. These examples included, but were not limited to the list of the following:
Lastly, as a group we collorated via technology, experiencing the benefits and challenges that technology offers. We used our strengths in our lesson unit development and relied on others' strengths to bolster areas in which we needed assistance. We learned from each others' examples of technology and discussed reasons why each technology application was chosen. We critiqued each others' contributions to the reflections and the unit. We encouraged thinking outside of our comfort zones and offer suggestions and ideas for alternative ways of doing things. The collaboration among our peers was beneficial and helped create a strong lesson unit, infused with a great deal of technology - probably more than could be implemented in the unit. We feel it's a good idea to have a wide range of ideas and interventions to allow for flexibility within the unit as the teacher uses ongoing and formative assessment throughout the unit.
CAST Lesson
Using the UDL Lesson Builder framework is an easy way to build lessons while still keeping the focus on making adjustments to the lesson that will reach the needs of all learners in the classroom. The formatting was fairly intensive, asking for documentation of the state standards as well as the NETS found on the ISTE site. Having the lesson/lessons laid out so completely really ensures that all angles are thought about and addressed.
Many of the Reading Series, Math Series, etc. already provide a good amount of the UDL lesson requirements. Using the framework can help evaluate the effectiveness of already designed plans to be ensured that no stone is left unturned. Many of the adopted series provide adjustments for English Language Learners, modified lessons for struggling learners, and suggestions to extend learning.
Please visit our Tech Teacher site to view my reflections on the UDL Book Builder: TechTeacherProject
UDL Book Assignment
I found the UDL book building experience a fun activity. I really can see the implications for using this technique in the classroom both as a teaching and a learning tool. The program was easy enough to use and gave just the right amount of formatting options to give flexibility and still keep it simple. The use of the voice overs makes this a very adaptable tool for struggling readers or visually impaired students to have access to the information presented. The coaches are an excellent tool to offer supports and scaffolds through the UDL book. I used my coaches to help define new and interesting words and to ask questions to readers about predicting and readers' response. I tried downloading the book to my computer based on "Terry's Tips" but it took a really long time. I'll be sure to consider that when I'm planning lessons with this tool. Sharing the book was a bit cumbersome, as no feedback was given as to who received the email invites to share. I published the story on the Public Library feature in the program to ensure that it could be found, as no hyperlink was given to access the story directly through a link. It appeared that the link would only take the reader to one page, and not the whole story if that approach to sharing was taken. I noted that difficulty in the assignment.